Mike+Plaza

=**Mike Plaza-**= = = =Power Point= =**Questions to consider as you navigate through my page: **=

=1. What are the grading practices at your school and are the an effective measure of the students ability? = =2. How could you improve your school's grading policy? = =3. What are the challeng es you would face as if there was a school wide policy on grading?= =4. Should grades reflect academic performance or a combination of both academic and behavior? = =5. If a new grading system was put into place such as a two tier system (academic and behavior) how would you motivate students? =

=In modern school systems, it is important to identify how teachers address evaluating their students through specific grading practices. These opportunities are instrumental in shaping student outcomes, and in enabling students to learn from their experiences and to adapt effectively to their studies. However, there has been significant controversy in recent years in regards to these evaluations and how they are derived, and whether or not teachers use the appropriate indicators to conduct student evaluations. One argument suggests that grading should be based strictly upon academic ability, while others argue that behaviors relative to academic performance should also be considered. The latter argument continues to emerge and to expand in its prominence, which leads to a number of questions regarding behavior and its role in academic performance. Under these circumstances, additional considerations must be made that reflect upon the challenges of grading with behavioral standards in mind, and how to best balance academic strengths with behavioral weaknesses to ensure that grading is fair for all students.= = = =Should grading be used as a combination of academic performance and behavioral outcomes? This discussion will determine the overall ability to motivate students in supporting improved academic performance through positive behaviors.= = = A wide body of literature addresses a grading system that is a combination of academic performance, potential, and behavior that is directly associated with a higher level of motivation within the context of modern school settings.
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 * What does research have to day: **

In response to these grading challenges, many school districts throughout the United States have taken it upon themselves to revise the manner in which grades are given to students, basing grading upon a 50 percent minimum mark, which does not reflect any real grade given below 50 percent, but rather, sets this as the lowest grade a student can receive (Smydo, 2008). In testing this method in the Pittsburgh Public School District, it was met with mixed results, as some teachers believe that this type of grading method could impart negative behaviors onto students once they realize that they do not have to work that hard and will still receive a minimum grade of 50 percent (Symdo, 2008).

Dallas School District which implemented a similar plan, it was determined that by example, there is a greater opportunity to explore the different dimensions of academic performance, and that by motivating students to try harder, their performance will likely exhibit these changes (Reyes, 2008). Within this context, an example is provided: “a student who gets a 50 on the first six weeks report card, must earn on their own a grade average of 80 on the second six weeks and 80 on the third six-weeks just to get a minimum passing average of 70 for the semester grade. This requires a student who has failed once to give extra effort that goes well beyond the minimum passing requirement” (Reyes, 2008).

An Illinois school distruct uses a 1 to 4 grading system, but still translates these grades into the traditional A-F grades that are used most widely (Mitchell, 2011). These elements are critical because they demonstrate a capacity to challenge the status quo, and to also recognize the potential that exists to transcend into a new and interesting grading approach that may or may not be successful over the long term (Mitchell, 2011).

“Educators in schools from Costa Mesa, Calif., to Maynard, Mass., are also employing a policy known in school hallways as ZAP — or "Zeros Aren't Permitted" — which gives students an opportunity to finish the homework they neglected to do on time” (Miller, 2009). This reflects a serious change in approach to existing grading systems, and also demonstrates that many students are likely to coast through their work because they fully recognize that they will not ever receive a zero for work that is either never completed or is of unacceptable quality (Miller, 2009).

Currently, District 211 is in the process of having the change in grading policy/procedures discussions. Continued discussion is advised and to assist, a committee has been formed by the district to facilitate the necessary discussions. To further investigate this topic it is important for the committee to communicate with the school districts that are using a modern approach to grading polices/procedures, experiment with these procedures and implement them when District 211 have determined which of the methods or a combination of methods which will work the best. The district may consider a pilot program to incorporate within an entire school (building) or content area departments within the entire school district. Data Analysis: The feedback after the first semester from teachers and students would be crucial to evaluate. Did the pilot grading policy promote student growth? Discuss would be necessary to determine how successful the new policy worked for the district.
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